staff motivated - wanting to prove to the doubters that a strategy will make a difference to students
providing reading before meeting and asking participants to read
principal provides release time
good professional dialogue betwen meetings both formal and informal that goes below surface that reflects on practice
teachers visiting one another's classes to observe and give feedback
having a team that leads the pd including a key member of senior management
invitation from the principal for the adviser to work in the school
Data looked at and a need identified that caused teachers to engage
principal supports adviser to overcome blockers - backs the initiatives publicly
expectation by principal that teachers will behave in an appropriate way
personal lack of content and pedagogical knowledge and understanding; hard if lead teachers lack content and pedagogy too.
large school - more people makes it hard to engage everyone
don't see themselves as pd leaders - Our Assumptions!
Not knowing the next step - what to do to help them take the next steps - how to solve problems in a school
Existing interpersonal dynamics - disfunctional school culture
avoidance tactics - sick, other appointments, etc
previous schema - baggage
teachers not prepared to do the preparation
not doing the follow up between visits e.g. trialling new strategies
time - too much pd going on in the school
teachers who don't see hte need to change - "it's the kids, it's not my practice"
top down change with teachers not buying in
'Passing bus' thinking. this too will pass.
External expert's lack of acknowledgement of the previous learning of the school
school is not reflective
advisers work in isolation rather than as a team
lack of expectation of principals around professionalism
Notes fromthe meeting 10th July 2008
providing reading before meeting and asking participants to read
principal provides release time
good professional dialogue betwen meetings both formal and informal that goes below surface that reflects on practice
teachers visiting one another's classes to observe and give feedback
having a team that leads the pd including a key member of senior management
invitation from the principal for the adviser to work in the school
Data looked at and a need identified that caused teachers to engage
principal supports adviser to overcome blockers - backs the initiatives publicly
expectation by principal that teachers will behave in an appropriate way
large school - more people makes it hard to engage everyone
don't see themselves as pd leaders - Our Assumptions!
Not knowing the next step - what to do to help them take the next steps - how to solve problems in a school
Existing interpersonal dynamics - disfunctional school culture
avoidance tactics - sick, other appointments, etc
previous schema - baggage
teachers not prepared to do the preparation
not doing the follow up between visits e.g. trialling new strategies
time - too much pd going on in the school
teachers who don't see hte need to change - "it's the kids, it's not my practice"
top down change with teachers not buying in
'Passing bus' thinking. this too will pass.
External expert's lack of acknowledgement of the previous learning of the school
school is not reflective
advisers work in isolation rather than as a team
lack of expectation of principals around professionalism